Language Policy
Across the Curriculum
©International Schools Services - October 2001
Authors:
Dr. Virginia P. Rojas, ASCD Faculty & Language Education Consultant
Mr. Thomas Matts, ETS, Division of Teaching & Learning
Ms. Susan Crossley, ESL,
Adapted by permission of International School Services
Introduction
What is a language policy across the curriculum?
A language policy is a document which outlines a school’s linguistic and academic goals and defines how its students will attain them. It is a statement of purpose - one to which the staff and community give their assent and commitment - about how a school does what it hopes to do. Schools with second language learners need to focus on the processes of language learning and teaching in an academic setting. A language policy does this by explaining how a school assists students in the development of their language(s). A language policy is in effect a school learning policy since knowledge is largely assimilated through language. Students learn language, learn through language, and learn about language in an environment where they explore concepts, solve problems, organize information, share discoveries, formulate hypotheses, and explain ideas. A school with an articulated language policy across the curriculum is more likely to gain a pervasive institutional understanding of its responsibilities to its language learning community.
What does AISV language policy across the curriculum do?
AISV promotes an enriched second language philosophy whereby:
English is acquired in addition to students’ home languages:
English is the primary medium of instruction;
English develops as a process over time through purposeful use in listening, speaking, reading & writing tasks across all curricula areas;
the acquisition of English provides students’ the opportunity to grow beyond a single cultural community; and
Foreign Language instruction - the host country language (Lithuanian) and German and French are taught to most students as part of the curriculum
This language policy across the curriculum creates a shared vision and mission to successfully implement the English language program and curriculum. It is comprehensive and schoolwide and includes the twin goals of mastering a high-quality academic curriculum and acquiring English-language proficiency for all students. The policy also recognizes and embraces the central role students’ own languages and cultures play in their overall linguistic, cognitive and academic development.
AISV language policy across the curriculum is fostered chiefly through professional training and understanding of current second language acquisition research. Its further development remains an ongoing school priority as information is gathered and classroom practices are implemented. Administrators and faculty continually reflect upon and exercise professional judgment in the refinement of areas of concern. These include:
A language for learning policy
A language development policy
A language admissions & placement policy
A language learning & assessment policy
A language promotion & graduation policy
A language policy on technology & the creative arts
A linguistic & cultural awareness policy
In addition, AISV language policy across the curriculum explicates the systematic ways in which its school programs continually develop the English language skills of AISV students. Our current statements of action to promote an environment where language acquisition permeates the school address:
oral skills development;
reading instruction;
writing instruction; and
curriculum design.
Finally, this language policy across the curriculum details AISV delivery of exemplary instruction and assessment. Our integrated curriculum focuses on what we want AISV students to know (content standards), what we want AISV students to be able to do (language standards), and how we will collect evidence of what AISV students know and are able to do (assessment and evaluation). AISV units of instruction - based on sound, research-validated practices that respect the individual, promote linguistic and academic excellence, and build upon students’ language, culture, previous knowledge, experiences, skills, and talents - demonstrate how our classrooms reflect these expectations.
Statement of Philosophy
What we do
AISV students experience an enriched, language-immersion education in which English is the primary language of instruction. An appropriate level of English-language proficiency in both basic interpersonal communication skills and cognitive academic language proficiency is the linguistic goal of the program. An advantage of an enriched, language-immersion schooling is for students to appreciate the diversity of life. AISV students transcend their own cultural boundaries to become international and independent thinkers and communicators. AISV values full multilingualism among its students for intellectual and economic advantages in a global community.
How we do it
AISV teaches English through an International/American-style school curriculum from pre kindergarten through grade ten (note: later grades will be added based on enrollment). In addition to AISV linguistic and cultural goals, AISV students are expected to attain high levels of academic achievement when compared with U.S.-based and other international school students.
AISV administrators and faculty attend to this goal on two levels: schoolwide and in individual classrooms. The first level considers the school’s culture, policies and practice and includes:
schoolwide policies and organization;
home, school and community partnerships;
curriculum and student assessment;
staff knowledge base and professional development; and
program evaluation.
The second level of program implementation involves the following practices at the classroom level:
creating a challenging and responsive learning environment for all AISV students;
connecting second language acquisition principles to daily classroom practices; and
designing and delivering instruction and assessment around articulated standards of achievement.
What is an enriched language-immersion education?
An enriched language-immersion education emphasizes challenging academic standards in core curricula domains, full proficiency in two languages, and understanding and appreciation of the American and Lithuanian. French, and German cultures. In second language immersion programs, students and teachers use the second language as the primary medium of communication for studying a major portion or all of the curriculum. Immersion programs around the globe are probably the most extensively evaluated educational programs in the world. The findings are clear and consistent: students in immersion programs successfully acquire English and achieve the same levels of academic competence as do English-speaking students in English-language programs.
An exclusive focus on proficiency in the English language, however, is insufficient for AISV students. Other AISV priorities include:
a learner-centered education emphasizing successful academic achievement;
social integration into the school and community;
the building of a positive self-image for each child; and
a family-like experience to produce internationally-minded students comfortable with their two languages and cultures.
What is the role of the English language?
English is the primary language of instruction at AISV, which means that students learn in English. Students use English throughout the curriculum to:
acquire information by listening to oral presentations, interpreting print and graphic material, and observing and recording practical experiences;
convey information by telling stories and explaining ideas;
think logically through inference, hypothesis, analysis, prediction and evaluation;
accomplish practical tasks either individually or by negotiating in small groups;
make decisions by identifying alternatives, evaluating evidence and determining appropriate actions;
work creatively by using ideas and materials inventively; and
act responsibly through self-control and respect for others.
Specific English-language outcomes have been identified in the curriculum, which expose AISV students to high standards and expectations. At the same time, individual differences and learning preferences are given their rightful place in the English-language curriculum.
What are the English-language admissions criteria? “PENDING”
English-language proficiency consists of two domains: basic interpersonal communication skills (BICS) and cognitive academic language proficiency skills (CALP). Often, this distinction is defined as the difference between survival language and school language. In order to determine English-language proficiency, AISV uses a five-point proficiency scale starting with ‘0’ or absolutely no English and going to ‘5’ or fully proficient in speaking, listening, reading, and writing. AISV uses the Macuculaitis Assessment of Competencies, teacher-designed informal assessment tasks, and professional judgment based on screening information to determine students’ English-language proficiency.
In order to enroll in AISV elementary school, students are not required to have a specific level of English-language proficiency. Middle-school students are expected to posses a low intermediate level of English proficiency in order to enroll (i.e., a ‘1’ or ‘2’ on the IDEA Language Proficiency Test). As the high school develops, designated levels of English-language proficiency will be expected as part of the admissions process.
A major goal of AISV is to provide an exemplary English-language program. Under supportive conditions, AISV teachers are adept at managing classrooms with a wide array of language proficiency levels. These conditions include: parallel grade-level groupings, coteaching arrangements, a variety of recommended instructional strategies, resource materials related to students’ life experiences, and a variety of assessment tools to gather information about what students know and can do.
Preparing AISV teachers through professional training efforts to be adept at instructing mixed-proficiency classrooms ultimately improves instruction and assessment throughout the curriculum and creates a vision for AISV that embraces all students, regardless of language proficiency.
What are the role of AISV Director, Curriculum Coordinator and the ESL specialists?
The primary responsibility of administrators is to provide academic leadership for the school. Ultimately, the school Director is responsible for oversight, implementation and revision of AISV language policy and program efforts.
A second responsibility of AISV administrators is to support teachers in their delivery of instruction. AISV administrators discuss issues regarding curriculum, instructional techniques, assessment, and student progress. They observe teachers and provide constructive feedback, materials, planning time, and staff development opportunities.
AISV ESL specialists have knowledge of language and second language development, culture, grade-level subject matter, instructional resources, and assessment tools. The following goals set out the range of activities that the ESL specialists undertake:
work with administrators and faculty to enhance the language program with a language across the curriculum perspective;
support professional development in the practices of language across the curriculum and sponsor training sessions for that purpose;
nurture the articulation of thematically-integrated, language program curricula;
promote effective language teaching and assessment practices;
uphold community liaison with parents regarding language issues and the school’s language program; and
represent the school’s language program to other schools and educational organizations.
Responsibilities for language-immersion education do not rest exclusively with the ESL specialists but rather are shared with AISV faculty and parents as outlined below.
What are the roles of AISV faculty
Since learning and language are inextricably bound, the responsibility for the implementation of the language policy across the curriculum belongs to every teacher. Specific ‘facilitating’ behaviors include:
acquiring a professional knowledge base in second language acquisition processes, students’ developmental language behaviors, and familiarity with students’ language learning cognitive styles;
integrating language instruction with content instruction (explicit attention is given to the syntactic and semantic features of language in the design of lessons);
making high-level academic content instructionally comprehensible (through the use of contextualization strategies like gestures, visuals, maps, graphs, manipulatives, drama, and songs);
creating classroom environments that are discourse-rich and process-oriented (plentiful opportunities for students to listen to, read, speak, and write through interactive activities);
modeling metalinguistic learning strategies (specific actions second language learners use to become self-directed);
giving ongoing feedback to students on their linguistic and cognitive development (through observation and measurement strategies);
holding exceptionally high linguistic and academic expectations for all students;
involving parents in the linguistic and academic development of their children;
advocating of students’ linguistic and academic needs and strengths; and
emulating dispositions for life in an international world (e.g. tolerance for ambiguity, empathy, flexibility, respect for others’ languages and cultures through ongoing language study).
AISV teachers recognize and build upon the experiences, skills, and knowledge of AISV diverse student population. They plan instruction in developmentally appropriate ways, are reflective about curriculum and instruction, modify teaching in response to formal and informal assessment of students’ progress, and provide feedback to students so they too can learn how to learn.
Teachers who teach diverse learners are themselves diverse: some have lots of experience teaching second language learners while others do not. AISV teachers are continually provided professional development opportunities through training sessions, academic courses, and peer coaching. They engage in collaborative working relationships with ESL specialists and with one another. This ongoing interaction provides a sense of camaraderie, allowing all AISV teachers to share valuable ideas and expand their views of the issues and challenges they face.
What is the role of the AISV community?
The community is taken to mean the families of AISV students who either speak two or more languages themselves or wish to have their children do so. Multilingualism is a complex, multilayered phenomenon but from the child’s point of view the family and community is where it all begins. A number of parental actions will facilitate linguistic and academic success for AISV students. They are:
having a positive attitude towards English and other languages;
modeling how much is to be gained by learning other languages;
discussing the ways to raise multilingual children long before doing so;
maintaining mother tongue literacy skills in the home or in after-school programs;
encouraging and emotionally supporting their children’s second language acquisition and schooling efforts;
getting together with other parents to exchange ideas and reduce isolation;
supplying multilingual materials in the home;
finding out more information about language-immersion schooling in order to support AISV efforts;
being prepared to make the long-term commitments that success requires; and
10.having realistic expectations of their children and their school.
Parental involvement is integral is AISV success. The importance of home-school communication can not be over-emphasized, and volunteering or providing assistance at school will always be welcome.
AISV Schoolwide Language Policies
A language for learning policy
we recognize that language is the primary vehicle for learning and cognitive development and acknowledge its centrality to the curriculum
we applaud multilingualism as an advantage and as a societal norm and reject any conception of it as either remedial (e.g. ESL students lower school standards) or extraordinary (e.g. only the gifted can attain full multilingual proficiency)
we comprehend the relationships of first language acquisition in childhood and its instructional importance to the development of the second (or third) language
we use the principles of the language policy across the curriculum to support improved learning for all students
we strive to create instructional environments low in anxiety
we provide access to challenging content and find ways to engage students with varying language proficiencies together (i.e. differentiated instruction)
we design our instructional programs with ‘before-through-after’ activities in order to focus on process and content
we implement innovative curricula strategies effective with linguistically-diverse students (thematic, integrated & literature based)
we implement innovative instructional strategies effectively with linguistically-diverse students (active, experiential learning & cooperative learning)
we utilize instructional methods which allow learners to use language to explore concepts, solve problems, organize information, share discoveries, formulate hypotheses, and explain ideas (i.e. an inquiry-based framework)
we use instructional materials that are cognitively demanding to incorporate higher-order thinking skills
A language development policy
we view ongoing language development for all AISV students as the responsibility of all teachers
our teaching reflects our understanding of the second language acquisition process as developmental, spiraled, and occurring over time through multiple experiences
we comprehend the individual variability inherent in the second language acquisition process
we are familiar with the research on the variables of aptitude, personality, attitude, motivation, and learning style - all of which produce different rates of second language acquisition and ultimate levels of bilingual attainment
we avoid blanket decisions and treat each student’s language development within the context of our professional understanding and knowledge
we facilitate language development through the provision of extensive opportunities to hear language in meaningful and comprehensible ways
we facilitate language development through the provision of extensive opportunities for students to practice making themselves understood in the give and take of human communication with increasingly sophisticated and complex linguistic demands
we facilitate language development through the provision of extensive opportunities for students to receive feedback regarding their own efforts
we initiate small-group ‘talk’ to extend interlanguage boundaries valuable to the development of concepts and knowledge
we carefully structure our classroom tasks and environments to provide the kind of setting where natural language acquisition takes place
we explicitly provide instruction on and implicitly model language learning strategies (i.e. metacognitive, cognitive, and affective) to enable students to become self-directed and self-regulated learners
A language admissions & placement policy
we screen AISV applicants through multidimensional assessment procedures
our multidimensional assessment procedures include English language-proficiency evaluation, appraisal of past records and current academic levels, students’ language or language-readiness skills, and observation of emotional and social development
we place students in appropriate instructional settings based on the data of our multidimensional assessment procedures (i.e. ESL support classes)
we place students on age-appropriateness criteria as much as possible
we conduct ongoing assessment of students’ academic and language accomplishments and needs
we communicate clearly with parents regarding students’ accomplishments and needs as they progress across the grades
A language learning & assessment policy
we have curriculum outcomes and standards for performance clearly defined and articulated at each grade level
we use our instructional goals as the basis for integrating assessment practices as a part of instruction across the curriculum
we include students in the assessment process and provide them with the criteria that will be used to evaluate their performance beforehand
we emphasize holistic performance over knowledge of discrete linguistic or information items (i.e. what students can do with they know over what they have memorized)
we find ways for students to show us what they know and can do through their linguistic and academic strengths
we allow students to demonstrate their mastery through a variety of ways
we allow students to demonstrate their mastery after rehearsal opportunities (e.g. practice tests or recursive mastery strategies)
we use developmentally-appropriate assessment strategies which provide meaningful feedback to learners, their parents, and ourselves
we systematically keep track of the language acquisition and academic attainment of all students and use this knowledge to diagnose weaknesses and forecast successes
we monitor - through observation of process and product and contextualized and decontextualized measurement strategies - the degree of students’ participation, attitude, skills development, and application of language skills for learning
we continually find ways to inform students about their progress as language users and as academic learners (e.g. peer and teacher conferencing, journal entries, checklists)
we have samples of students’ work in folders and on display for parents to share (rubrics for writing, running records/ miscue analyses for reading, tape recordings for oral performances)
we provide opportunities for our students to self- and peer assess their learning
we emphasize formative as well as summative evaluation in our efforts (i.e. what students can do over time rather than only at the end)
we continually review our assessment procedures and utilize our assessment findings to make informed decisions about students’ programs
we keep journals ourselves to write thoughts, questions, and speculations that reflect our learning about our students’ language acquisition and second language development
A language promotion & graduation policy
we recognize that the beneficial outcomes of language immersion programs are cumulative and individual
we recognize that grade-level appropriate levels of English proficiency may not be achieved until students have had ample time in AISV language immersion program (i.e. 5 to 7 years)
we assess each AISV student’s progression in reading, writing, and oral skills to make sure that developmental linguistic progress is being made (i.e. on the Macuculaitis Assessment of Competencies)
we assess each AISV student’s academic progression using multiple forms of data collection (e.g. tests, student work, projects, portfolios)
we keep AISV parents informed of their children’s academic progress and English-language proficiency on an ongoing basis
we may choose to establish a mandatory retention policy for students who do not evidence linguistic or academic progress after appropriately-determined developmental phases
we may choose to establish a mandatory graduation policy for students who not attain program standards (i.e. linguistic or academic)
we may choose to establish a policy exempting students for good cause from the mandatory retention or graduation policies
A language policy on technology & the creative arts
we recognize that computers, the Internet, and communication technologies demand individuals who are competent in multiple aspects of language use and in multiple languages
we recognize the growing integration of technology with all areas of knowledge and application
we strive for the integration of computer technologies into the AISV curriculum with human users as analysts and as learners
we use technology as a tool to support classroom learning to promote academic development across a broad spectrum of content and skills areas including literacy skills, critical thinking, creative problem solving, global education, and second language learning
we use computer assisted language learning (CALL) for a variety of pedagogical objectives through many types of software (e.g. grammar checkers, pronunciation feedback systems, intelligent tutoring systems, concordance programs)
we promote information literacy via a network of networks through which students gain entrance to various worlds of knowledge
we travel the Internet via electronic mail networks and conferencing systems to establish long-distance relationships across cultures, to create multilingual learning communities, and to amplify literacy and intellectual skills collaboratively with peers in distant settings
we insure that students’ output of knowledge is not limited to writing and talking but includes experimentation with different media (i.e. including computer and performing arts presentations)
we develop and sanction the extended communication skills of the performing arts (i.e. music, art, and drama)
A linguistic & cultural awareness policy
we provide knowledge about aspects of speech including phonology, pronunciation, stress and emphasis, rhyme and rhythm, tone, and intonation
we provide knowledge about aspects of word forms including morphology, inflections, derivations, dictionary skills, synonymy, compound words, metaphors, idioms, and puns
we provide knowledge about aspects of language structures including verb tenses and forms, adjectives, adverbs, nouns, pronouns, demonstratives, number, negatives, word order, modals, prepositions, sentence types, and functions
we provide knowledge about aspects of discourse including paragraph form and function, referential meaning, ambiguity, cohesion, coherence, conjuncts, boundary markers, and lexical collocation
we provide knowledge about aspects of writing including letter shape and form, alphabet, dictionaries and references, spelling patterns, and punctuation conventions
we provide knowledge that other languages may be very different in terms of language rules and communicative conventions (and cultivate the comparison and contrast of these forms between English and other target languages)
we observe and record students’ use of these forms of knowledge and find salient ways to give them feedback
we develop skills in students’ self-monitoring and self-correction
we promote social awareness of discourse and critical awareness of language variety
we advocate the study and acquisition of languages in addition to English and other target languages
we nurture a global perspective of cultural events not only in our language classes but throughout our academic programs
AISV English Language Skills Policies
An English-language oral skills policy
we recognize second language acquirers as active constructors of meaning
we work from learners’ current understanding and experiences: we move from the concrete to the abstract
we emphasize oral language in every learning situation in order to generate formal, informal, and social language usage
we see oral language development as an important resource for the development of reading and writing skills
we see exploratory talk as necessary for conceptual development and rehearsal talk as necessary for conceptual elaboration
we allow students readiness time to speak and, when they are ready, we develop a safe atmosphere in which they are encouraged to interact with one another
we use ‘open’ questions in order to motivate students to speculate and explore in their second language
we understand that language learners use both of their linguistic systems (i.e. interlanguage & code-switching) in their bilingual development
we encourage students to view ‘mistakes’ as a natural part of second language acquisition and development
we do not overtly correct errors but find ways to provide explicit feedback (i.e. paraphrase, metalinguistic awareness activities)
we promote comprehension through oral language by using activities like drama, mime, art, field visits, videos, books, film, visitors, sports, debates, discussion groups, music and rehearsed presentations (e.g. poetry, book festivals)
we develop interactive activities where descriptive/ explanatory talk is expected and where respect for what others have to say is emphasized
we recognize that group work is superior in increasing amount and accuracy of student speech so we organize our class to create a variety of groupings
we keep records of students’ communicative competence & of successful activities
An English-language reading policy
we continually familiarize ourselves with research about the teaching of reading in a second language environment
we recognize that the acquisition of reading skills is paramount to academic achievement since it is the cornerstone for learning, enrichment and success
we recognize that reading opens doors to extensive language development, expands cultural knowledge, and impacts on content area knowledge
we recognize that free voluntary reading correlates highly with increased second-language proficiency so we encourage students to read as a means for learning and for pleasure
we focus on a balanced literacy program from early childhood throughout high school (i.e. content and higher order thinking skills)
we recognize that reading is a developmental process - much like the second language acquisition process - and therefore utilize reading approaches which are process-oriented (e.g. read aloud, shared reading, guided reading & independent reading for initial literacy)
we design suitable pre-, guided-, & post-reading tasks to activate learners’ content schema, to inspire student response, and to discourage simple recall responses
we read (aloud) and talk about books with students and urge them to talk about the books they read with one another in order to provide extensive opportunities for discussion
we explicitly teach and implicitly model decoding and encoding skills as parts of the reading process
we find ways to make texts comprehensible to second language learners (i.e. visuals, videos, graphic organizers, reading comprehension strategies)
we use group deletion work (cloze), group sequencing work, and group prediction work in order to develop pragmatic competence among bilingual readers
we avoid excessive correction of oral reading errors but keep track of them and find ways to give feedback to students (e.g. miscue analysis or running records)
we monitor students’ strategies in coping with reading tasks and teach new ones based on our observations
we use a systematic approach in helping students identify with difficult specialist vocabulary which is learned in context and experientially
we systematically assess students’ reading proficiencies as well as the reading materials we provide
we model questioning strategies as we read and provide students with a range of questions while they read
we organize reading conferences and work actively with groups of learners
we bridge the cultural gaps between our readers’ experiences and those they will encounter in the texts they read
we expose learners to a wide variety of reading materials and allow for choice
we design library and internet research projects and check that students possess the necessary research skills
we display collections of books on topics related to what we are studying and at various reading levels so students can read for pleasure when other work is finished
An English-language writing policy
we continually familiarize ourselves with research about the teaching of writing in a second language environment
we recognize that the acquisition of writing skills is paramount to academic achievement since it is the cornerstone for clarity and expression of thought
we recognize that language development and reading are intrinsically related to the acquisition of writing skills
we use oral language as a precursor to writing to generate understanding, purpose and motivation
we encourage writers to take risks and provide a safe environment for risk-taking
we integrate writing with other activities in all curricula areas
we guide students through a systematic discovery of the drafting, editing, and publishing of a totally original student-created text
we recognize that writing is a developmental process - much like the second language acquisition process - and therefore writing approaches which are process-oriented (e.g. shared writing, interactive writing, guided writing, independent writing for initial literacy)
we recognize the six steps of the writing process as follows: (1) pre-writing as a means to prepare for writing and as a time for creating, organizing and cataloging ideas and obtaining information that will be used, (2) drafting as a means to tentatively work out what one thinks or understands about the topic without concern for language mechanics, (3) reviewing as a means to respond to drafts in order to find its strengths and to make suggestions for improvement, (4) rewriting as a means for writers to act upon the responses they have received, (5) editing as a means to complete a final draft, to demonstrate final thinking, and to give a final form, and (6) publishing as a means to share and communicate writers’ thoughts.
we provide the criteria to be used to assess the quality of students’ writing beforehand (i.e. six trait rubric)
we model the writing process through all of its stages as a helper, a facilitator, and as writers ourselves
we encourage writing as a communicative process and therefore advocate practice with different genres
we find time for all learners to write everyday
we give all students the opportunity to publish their work to real audiences including self, peer group, teacher as examiner, teacher as trusted adult, wider known audience and wider unknown audience
we display written work in our classrooms and give time for students to read others’ work accordingly
we have students create their own books and encourage parents to look regularly at what their children have written
we make explicit the importance of legible penmanship and model word processing skills where appropriate
we monitor students’ writing for correction (i.e. mechanics) and extension of ideas and skills on a collaborative basis (e.g. writing conferences)
we monitor students’ strategies in coping with writing tasks and teach new ones based on our observations
we keep records of the conferencing undertaken with young writers to indicate levels of literacy competence attained
An English-language curriculum policy
we use a theme-based, integrative curriculum model - one that organizes students’ contexts for learning around related concepts in the core content areas (i.e. English, science, social studies)
we use a content-based ESL curriculum model - one that focuses on acquiring language in context rather than on learning a second language exclusively
we use a language-across-the-curriculum model - one that uses language in increasingly complex ways whereby learners attain English language proficiency not by adding skills one-by-one to their repertoire but by using and exploring language in its many dimensions.
we use a standards-based curriculum model - one that identifies what students should know and be able to do in core curriculum areas
we use a performance-based assessment model - one that systematically collects evidence about what students know and are able to do
we use an assessment-driven instructional planning model - one that propels us to plan our classroom lessons around what we want our students to know and to be able to do
we use a research-based instructional model - one that uses teachers’ professional expertise and judgment to select teaching strategies most appropriate to their group of students
we using a process approach instructional model - one that activates students’ prior knowledge and previews new concepts, provides students’ abundant opportunities to practice and apply those concepts, and continually checks students’ understanding
we use a differentiated learning instructional model - one that matches students’ strengths, stretches students’ learning, and assesses students’ use of English in a wide range of activities